AP Studio Art Lesson Plan Template Draft Colleen Harrigan
Visual Truth: I am who I am. A lesson for 2D Design
Guiding Question (Which artistic concerns/concepts/skills will be explored?): · How do artists convey ideas about their identity - personality, heritage, and life experiences – in their work? Learning Goal (including a description of the type of critical thinking required within the context of this lesson): · Students will create a self-portrait using digital media which expresses their identity through composition, imagery, and symbols (including text). Prerequisites (foundational knowledge and skills students need to have acquired prior to this lesson): · Understanding of the elements and principles of design · Understanding of color theory · Digital imaging skills Inspirations (artists and/or artworks): · Art21 Season 1: Identity http://www.pbs.org/art21/series/seasonone/identity.html · Jacob Lawrence “Self Portrait” http://www.humanitiesweb.org/human.php?s=g&p=c&a=p&ID=1247 · Frida Kahlo “My Grandparents, My Parents, and Me” http://www.moma.org/collection/browse_results.php?criteria=O%3AAD%3AE%3A2963&page_number=1&template_id=1&sort_order=1 Introduction Ask students to consider the following questions before they view a diverse set of self portrait examples:
Who is the artist – what do you think they are like? How does their work tell you that?
What does this image/color/word/composition symbolize? What evidence can you provide to support your idea?
What does the word “identity” mean?
How do artists communicate important aspects of their identity to their audiences?
Have students view the Art21 episode, “Identity” as well as other artists’ self-protraits (see Inspirations). Encourage students to discuss, write, and sketch ideas about artists’ uses of design, imagery, and symbols (including text) to tell about their lives, heritage, and personality. Journal/sketchbook entries should continue throughout the project to inform students’ work as it evolves. Engage students in critiquing artists’ expressions of identity through self portraiture. Activity (include reflection - teacher and student evaluation of understanding and achievement of learning goals, with specific opportunities for teachers to provide constructive feedback throughout the lesson)
Ask students respond to the question, “Who am I?”, generating and collecting images, symbols, and text in journals/sketchbooks to represent people, places, and objects which have significance in their lives, considering their past, present, and future selves. Students should work with ideas of heritage, life experiences, and personality and may discover other aspects of their identity to address within their work. Once students have conceptualized the ideas they want to communicate within their self portrait, have them sketch a rough composition which depicts those ideas. How can design elements and principles, imagery, and symbols (including text) be used to demonstrate history, tradition, and culture? To show experiences like victory, confusion, and growth? To portray personal traits like impatience, sense of humor, spirituality? Require peer critiques to allow students to present their sketches for feedback toward honing their ideas and plans for representation. Direct students to plan their use of digital imagery in their self-portraits. Will they work with a digital image of themselves, will they use image-editing software to create other compositional elements, will they create digital drawings to represent aspects of their identity – or all three, or something totally different? Encourage students to explore innovative ways to combine digital imaging with other media and techniques like drawing, painting, collage, and surface manipulation. As students work, remind them to use and update their journals to enhance and document the progress of their work. Provide supportive and guiding feedback as students work, asking them to “show and tell” how their composition addresses the learning objective of creating a self portrait expressing specific aspects of their identity. Ask students to consider all options – composition, imagery, and symbols (including text) – and help them assess whether they are effectively incorporating these elements as they work. Query students on which skills and ideas might be strengthened, and help them plan to achieve this. Evaluation Ask students to write and/or talk through a brief summary of the evolution of their work with a classmate, in small groups, with you, or as a presentation to the entire class. Students’ summaries should include the aspects of their identity they wanted to communicate within their self portrait, their reasons for doing so, their original plan, and the outcome. How and why did their ideas change throughout the process? Looking at each self portrait, assess how “Who am I?” is answered, and have students describe how they addressed aspects of their identity through composition, imagery, and symbols. As students present their work to each other or to you, ensure that they receive constructive feedback to help them understand which approaches to communicating identity were most successful from design, symbolic, technical, and innovative perspectives. Make sure each student understands how their approaches could be further developed toward even more effective visual representations. Have students document a summary of feedback in their journal/sketchbook and create a digital file of their self portrait for inclusion in their digital portfolio. Emerging: Students create a self-portrait using digital media which expresses their identity through composition, imagery, and symbols (including text). Students may focus on one or two approaches to communicating identity (either composition, imagery, or symbols). Students demonstrate awareness of use of the principles of design to illustrate the elements; application may be limited. Technical competence may appear awkward. Students may be vague in addressing the concept of identity in their self-portraits. Some degree of inventiveness may be evident. Artistic decisions may be somewhat erratic.
Proficient: Students create a self-portrait using digital media which expresses their identity through composition, imagery, and symbols (including text). Students focus on two or three approaches to communicating identity (either composition, imagery, and/or symbols). Students are successful in applying the principles of design to illustrate the elements and address the concept of identity. Technical competence is being developed and refined. Students clearly address the concept of identity in their self-portraits using multiple approaches. Evidence of the individual artist’s voice or vision is apparent. Artistic decisions are coherent.
Advanced: Students create a self-portrait using digital media which expresses their identity through composition, imagery, and symbols (including text). Students incorporate many different approaches to communicating identity. Students are highly successful in applying the principles of design to illustrate the elements and to demonstrate a thorough investigation of the concept of identity. Technical competence is strong to excellent. Students address the concept of identity in their self-portraits using original, inventive approaches. Strong evidence of the individual artist’s voice or vision is apparent. Artistic decisions may demonstrate experimentation and/or risk-taking. · This lesson may be adapted for drawing by emphasizing students’ use of mark-making and focusing on use of light and shading, line quality, rendering of form, surface manipulation, and creating an illusion of depth.
· This lesson may be adapted for 3-D design by having students create sculptural portraits focusing on design principles as they relate to the integration of depth and space, volume and surface.
AP Studio Art Lesson Plan Template Draft Colleen Harrigan
Visual Truth: I am who I am. A lesson for 2D Design
Guiding Question (Which artistic concerns/concepts/skills will be explored?):
· How do artists convey ideas about their identity - personality, heritage, and life experiences – in their work?
Learning Goal (including a description of the type of critical thinking required within the context of this lesson):
· Students will create a self-portrait using digital media which expresses their identity through composition, imagery, and symbols (including text).
Prerequisites (foundational knowledge and skills students need to have acquired prior to this lesson):
· Understanding of the elements and principles of design
· Understanding of color theory
· Digital imaging skills
Inspirations (artists and/or artworks):
· Art21 Season 1: Identity http://www.pbs.org/art21/series/seasonone/identity.html
· Jacob Lawrence “Self Portrait” http://www.humanitiesweb.org/human.php?s=g&p=c&a=p&ID=1247
· Frida Kahlo “My Grandparents, My Parents, and Me” http://www.moma.org/collection/browse_results.php?criteria=O%3AAD%3AE%3A2963&page_number=1&template_id=1&sort_order=1
Introduction
Ask students to consider the following questions before they view a diverse set of self portrait examples:
- Who is the artist – what do you think they are like? How does their work tell you that?
- What does this image/color/word/composition symbolize? What evidence can you provide to support your idea?
- What does the word “identity” mean?
- How do artists communicate important aspects of their identity to their audiences?
Have students view the Art21 episode, “Identity” as well as other artists’ self-protraits (see Inspirations).Encourage students to discuss, write, and sketch ideas about artists’ uses of design, imagery, and symbols (including text) to tell about their lives, heritage, and personality. Journal/sketchbook entries should continue throughout the project to inform students’ work as it evolves. Engage students in critiquing artists’ expressions of identity through self portraiture.
Activity (include reflection - teacher and student evaluation of understanding and achievement of learning goals, with specific opportunities for teachers to provide constructive feedback throughout the lesson)
Ask students respond to the question, “Who am I?”, generating and collecting images, symbols, and text in journals/sketchbooks to represent people, places, and objects which have significance in their lives, considering their past, present, and future selves. Students should work with ideas of heritage, life experiences, and personality and may discover other aspects of their identity to address within their work.
Once students have conceptualized the ideas they want to communicate within their self portrait, have them sketch a rough composition which depicts those ideas. How can design elements and principles, imagery, and symbols (including text) be used to demonstrate history, tradition, and culture? To show experiences like victory, confusion, and growth? To portray personal traits like impatience, sense of humor, spirituality? Require peer critiques to allow students to present their sketches for feedback toward honing their ideas and plans for representation.
Direct students to plan their use of digital imagery in their self-portraits. Will they work with a digital image of themselves, will they use image-editing software to create other compositional elements, will they create digital drawings to represent aspects of their identity – or all three, or something totally different? Encourage students to explore innovative ways to combine digital imaging with other media and techniques like drawing, painting, collage, and surface manipulation.
As students work, remind them to use and update their journals to enhance and document the progress of their work. Provide supportive and guiding feedback as students work, asking them to “show and tell” how their composition addresses the learning objective of creating a self portrait expressing specific aspects of their identity. Ask students to consider all options – composition, imagery, and symbols (including text) – and help them assess whether they are effectively incorporating these elements as they work. Query students on which skills and ideas might be strengthened, and help them plan to achieve this.
Evaluation
Ask students to write and/or talk through a brief summary of the evolution of their work with a classmate, in small groups, with you, or as a presentation to the entire class. Students’ summaries should include the aspects of their identity they wanted to communicate within their self portrait, their reasons for doing so, their original plan, and the outcome. How and why did their ideas change throughout the process? Looking at each self portrait, assess how “Who am I?” is answered, and have students describe how they addressed aspects of their identity through composition, imagery, and symbols. As students present their work to each other or to you, ensure that they receive constructive feedback to help them understand which approaches to communicating identity were most successful from design, symbolic, technical, and innovative perspectives. Make sure each student understands how their approaches could be further developed toward even more effective visual representations. Have students document a summary of feedback in their journal/sketchbook and create a digital file of their self portrait for inclusion in their digital portfolio.
Emerging: Students create a self-portrait using digital media which expresses their identity through composition, imagery, and symbols (including text). Students may focus on one or two approaches to communicating identity (either composition, imagery, or symbols). Students demonstrate awareness of use of the principles of design to illustrate the elements; application may be limited. Technical competence may appear awkward. Students may be vague in addressing the concept of identity in their self-portraits. Some degree of inventiveness may be evident. Artistic decisions may be somewhat erratic.
Proficient: Students create a self-portrait using digital media which expresses their identity through composition, imagery, and symbols (including text). Students focus on two or three approaches to communicating identity (either composition, imagery, and/or symbols). Students are successful in applying the principles of design to illustrate the elements and address the concept of identity. Technical competence is being developed and refined. Students clearly address the concept of identity in their self-portraits using multiple approaches. Evidence of the individual artist’s voice or vision is apparent. Artistic decisions are coherent.
Advanced: Students create a self-portrait using digital media which expresses their identity through composition, imagery, and symbols (including text). Students incorporate many different approaches to communicating identity. Students are highly successful in applying the principles of design to illustrate the elements and to demonstrate a thorough investigation of the concept of identity. Technical competence is strong to excellent. Students address the concept of identity in their self-portraits using original, inventive approaches. Strong evidence of the individual artist’s voice or vision is apparent. Artistic decisions may demonstrate experimentation and/or risk-taking.
· This lesson may be adapted for drawing by emphasizing students’ use of mark-making and focusing on use of light and shading, line quality, rendering of form, surface manipulation, and creating an illusion of depth.
· This lesson may be adapted for 3-D design by having students create sculptural portraits focusing on design principles as they relate to the integration of depth and space, volume and surface.
Emerging Proficient
Proficient Advanced Advanced